This paper presents a curious case study of a teacher in an informal media literacy learning environment who worked with a group of 9-year olds in Philadelphia. Using a mix of direct observation, interviews with the teacher and students, videotapes of classroom activity, examination of documents created by the students, as well as lesson plans and reflective writing produced by the teacher, this paper documents the experience of a novice teacher who, flummoxed by an accidental encounter between her students and a homeless person, transformed an uncomfortable the experience into a teachable moment. Children’s questions about homelessness became the organizing frame for the learning experience, as the instructor helped children make sense of information on the Internet, analyze popular culture films and news media, and conduct interviews with community leaders and advocates for the homeless. The inquiry process resulted in a collaboratively-produced multimedia project, created by children. The project included a 14-page nonfiction comic book, created with a digital camera and simple multimedia production software, that was shared with their families, civic leaders, and the school community.
This paper demonstrates how teacher openness to unpredictability plus a high level of strategic risk-taking enable the construction of powerful learning experiences in work with city children. The case study has implications for pre-teacher education for digital and media literacy, including the function of support systems including in-school mentoring, reflective writing and peer-teacher support groups as they may promote the development of openness to unpredictability and strategic risk taking, which are conceptualized as a set of socio-emotional and experiential competencies that teachers need when using digital media in an urban community as a tool for learning.
Many parents, students, teachers, and concerned citizens wish they could improve their local educational climate but are unaware of how to effect change. Luckily, change can come from cooperation, understanding, and vision - three challenges that any community can readily take on. The tips listed below are some key steps for increasing the quality of education on a local level.
1. Join together with community members to discuss ways in which each individual can contribute to educational improvement.
2. Set forth clear goals that community members can realistically work towards.
3. Encourage cooperation between officials, administrators, residents, and students.
4. Support community activities and find ways to tie such events to educational goals.
5. Look for sponsors and ask willing participants to donate to school programs or funding projects.
6. Publicize your aims for greater community awareness.
About the Author: John Westerfield works with SkillsUSA to support improved curricula and enhanced learning opportunities at Roosevelt High School in Yonkers, New York. In past years, John Westerfield and his wife have also acted as sponsors through Students Sponsor Partners in NYC, the Bronxville School Foundation, Edchoice.org, and the Harlem Children's Zone.
This paper presents a curious case study of a teacher in an informal media literacy learning environment who worked with a group of 9-year olds in Philadelphia. Using a mix of direct observation, interviews with the teacher and students, videotapes of classroom activity, examination of documents created by the students, as well as lesson plans and reflective writing produced by the teacher, this paper documents the experience of a novice teacher who, flummoxed by an accidental encounter between her students and a homeless person, transformed an uncomfortable the experience into a teachable moment. Children’s questions about homelessness became the organizing frame for the learning experience, as the instructor helped children make sense of information on the Internet, analyze popular culture films and news media, and conduct interviews with community leaders and advocates for the homeless. The inquiry process resulted in a collaboratively-produced multimedia project, created by children. The project included a 14-page nonfiction comic book, created with a digital camera and simple multimedia production software, that was shared with their families, civic leaders, and the school community.
This paper demonstrates how teacher openness to unpredictability plus a high level of strategic risk-taking enable the construction of powerful learning experiences in work with city children. The case study has implications for pre-teacher education for digital and media literacy, including the function of support systems including in-school mentoring, reflective writing and peer-teacher support groups as they may promote the development of openness to unpredictability and strategic risk taking, which are conceptualized as a set of socio-emotional and experiential competencies that teachers need when using digital media in an urban community as a tool for learning.
Many parents, students, teachers, and concerned citizens wish they could improve their local educational climate but are unaware of how to effect change. Luckily, change can come from cooperation, understanding, and vision - three challenges that any community can readily take on. The tips listed below are some key steps for increasing the quality of education on a local level.
1. Join together with community members to discuss ways in which each individual can contribute to educational improvement.
2. Set forth clear goals that community members can realistically work towards.
3. Encourage cooperation between officials, administrators, residents, and students.
4. Support community activities and find ways to tie such events to educational goals.
5. Look for sponsors and ask willing participants to donate to school programs or funding projects.
6. Publicize your aims for greater community awareness.
About the Author: John Westerfield works with SkillsUSA to support improved curricula and enhanced learning opportunities at Roosevelt High School in Yonkers, New York. In past years, John Westerfield and his wife have also acted as sponsors through Students Sponsor Partners in NYC, the Bronxville School Foundation, Edchoice.org, and the Harlem Children's Zone.
The essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Bullying Prevention A Rite Of Passage ProgramLinda_J2012
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Embark on a transformative voyage with Muktakash, Lucknow's premier counseling center for Moral Education. Guided by a profound understanding of human values and ethical principles, we empower individuals to navigate life's complexities with integrity and compassion. Our expert guidance fosters holistic growth, nurturing responsible citizens who contribute positively to society. Join us in shaping a brighter future through our unparalleled approach to Moral Education, making Muktakash the ultimate destination for personal and societal evolution."
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Ci 350 character education powerpoint revision
1.
2. What is Character Education?
Character education is the teaching of children
in a manner that will help them develop variously
as moral, civic, good, mannered, behaved, nonbullying, healthy, critical, successful, traditional,
compliant or socially acceptable beings.
3. Importance of Character Education
and Roles in the 21st Century
Teaches children morals, self respect , conflict
resolution, ethics manners, and interpersonal
skills
Children develop a routine of phrases using
manners; such as good morning and please and
thank you
Children learn how to interact with others in
group settings
4. Implementing Technology Tools to
Promote Character Education
Character Education Posters: promote behavior
and desired traits by giving students a visually
stimulating poster to reference their behavior
6. Implementing Technology Tools
to Promote Character Education
Morning Announcements: highlight various
accomplishments made by students in extra
curricular activities, church groups, girl scout/boy
scout troops.
“Good Morning Harold Blanco Elementary! Over the
weekend Blane Hughes, Abigail Bush and Marianna
Taylor volunteered to read to the elderly at a local
nursing home with Girl Scout Troop number 11. Let’s
give them a roud of applause!”
7. Implementing Technology Tools to
Promote Character Education
Youtube: Use short value based stories to
promote morals and values.
http://www.youtube.com/watch?v=SyR8jnvdgyE
8. Using Technology to Promote
Character Education
Children obtain character education through
technology from:
- managing risks they encounter
- enabling self expression
- learning how to interact with others
9. Conclusion
There are many technological uses that promote
character education. As you can see from the
examples given, technology is a huge part of
character education and how it helps the
students, as well as their parents.
